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RETELLING STORY WITH WAYANG IN TEACHING SPEAKING SKILL
Tri Kurniawati Ramadani, Albert Rufinus, Eni Rosnija Pendidikan Bahasa Inggris Universitas Tanjungpura
Email:[email protected]
Abstract
The purpose of this research is to know whether Retelling Story with Wayang in teaching speaking skill is effective to the eighth grade students of SMP Negeri 01 Seluas in academic year 2015/2016. The method used was quasi experimental research. The subject of this research consisted of 33 students for experimental group and 33 students for the control group. In collecting the data, the researcher who teaches both of the group, prepared the worksheet, media, and speaking material. Then, the data of this research were taken from the measurement technique (pre-test and post-test) by using oral test. Based on the data analysis, the mean score of pre-test in experimental group was 38.91 and 42.82 for the control group. On the other hand, the mean score of post-test in experimental was 72.48 and 63.12 for control group. The mean score in experimental group represented high score than in control group. Through the t-test computation, t-value was higher than t-table (4.98>2.00) and the effect size of this treatment is 1.5 that means the treatment has strong effect. It indicated that Retelling Story with wayang was effective in Teaching Speaking Skill in terms of fluency, accuracy, and comprehension. Referring to the result, the Null Hypothesis (Ho) was rejected and thus the alternative hypothesis which says” Retelling Story with wayang is effective in Teaching Speaking Skill was accepted.
Keyword: Effectiveness, Retelling Story, Wayang, Teaching Speaking
INTRODUCTION
Based on standard content of BNSP, curriculum development should be relevant
with students’ needs. In learning English,
students are expected to use it in their daily lives, especially in communication. To communicate orally in English, the students should be able to use several speaking skills based on the Junior High School syllabus.
According to the syllabus, students are expected to be able to express meaning and monolog short functional text in recount, narrative and procedure. Within this function, students share information, telling experiences or story, and doing monolog to tell a narrative. Moreover, it encourages students to reproduce and transforms knowledge as they analyze or shift through observations, evaluate information and compare views or experiences.
According to the English teacher of the eighth grade in SMP Negeri 01 Seluas, teaching speaking skill on narrative text still became a problem and a challenge to be solved. Here, the students still could not perform the monologue in terms of fluency, accuracy, and comprehension as well as required by the curriculum. The length of
narrative text was the reason the students blamed that performing the monologue of narrative seemed so hard. The length of the text made students frustrate to identify the main story to be focused on in retelling.
Teaching is an activity where the teacher helps the students to get knowledge. Brown
(2001:7) says, “Teaching as any activity of the person to show or to help other how to do something in order to know and to understand
the instruction given”. The purpose of teaching
is helping somebody to learn about information, reinforcement and motivation. Teaching causes the change in learner understanding and behavior.
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text)and the form of speaking text ( monologue or dialogue).
To help the students in learning how to speak, teacher should create an interesting environment and set up a good condition. In this condition, the teacher must understand how their students learn in order to encourage their ability in speaking class. Shortly, the teacher should have certain teaching technique that fit with what their students need. In current manual, Slavin (2005:106) added the teacher should take an active learning stance in their teaching by initially arousing students interest, actively demonstrating concepts and skills, involving students guide in practice. Furthermore, Burkart (1998, p:1) stated that to help the students develop communicative efficiency in speaking, teacher can used a balanced activities approach that combines language input, structured output, and communicative output.
According to James (2010) “media” help both the teacher to teach more reflectively and the learner to grasp the concepts more
effectively. Underhill in Huges (2002:73) “in
genuine oral test, real people meet face to face, and talk to each other. The researcher conclude that in assessing retelling story, it should be used a direct oral performance test. In this research, the researcher used oral performance that is taken from J.B. Heaton (1990: 100) to assess the speaking skill (doing monologue of narrative text) in terms of accuracy, fluency, and comprehension.
In Junior High School, according to BNSP (2006: 126) English lesson is constructed to improve the English skills so that the students can communicate and discourse in English Language in certain literacy level, especially at informational level. At this level, students can access the knowledge by using their language ability. Based on Junior High School syllabus, speaking is used for communicate orally by using appropriate language, fluently, and accurately in daily lives context.
According to Zaida (2014: 259), Narrative text is a text telling a story focusing specific participants. Its social function is to tell stories or past events and entertain the readers. To tell story to amuse, entertain, teach a lesson or
moral, explain something or make a comment. For example, folklore, science fiction, fairytale, fable, myth and legend. There are three components of features in narrative text, namely orientation, complication, and resolution.
Roskos (2009:4) says that one of approaches can be used to help students explore, learn and use oral language is through storytelling. According to National Storytelling
Association (1997) “Storytelling is a process, a
medium for sharing, interpreting, offering the content and meaning of a story to an
audience”. Storytelling helps children understand the oral tradition of literature and help children to understand the cultural traditions of the nonscientific view of early humanity (Norton, 1983:236). It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story must have. In teaching Retelling Story in the classroom, Zipes (2004:9) suggests that the teachers should provide maximum opportunity for students to speak the target language by providing a rich environment that contains collaborative work, authentic material and tasks and shared knowledge.
According to Mullohand (2001:1), there are five steps in retelling story. Firstly, clearly explain to students the steps of how to retell and why it is important. Model it for them while modelling. Secondly, emphasize the sequence and structure of text as the logical means for retelling. Thirdly, students read through the text several times to identify and internalize the most important point of the text. Fourthly, Begin with shorter, easier text and as students’ proficiency increases, move to longer and complicated text. Lastly, assessing retellings based on audience understanding and appreciation. Allow time for follow-up discussion of content and delivery. After retelling, take several times to get discuss about the content.
Based on Wright (2010:48), there are some media that can be used in teaching speaking:
“Some ways in prompting the speaking skill
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card picture or paper. A sequence of key words, in addition, mime, where students try to speak based on the gesture. Finally, teacher can use figurines or puppet, teacher and students operate the figure of puppet”.
There are several types of puppet usually used in classroom. As stated by Champlin (2008:30) the commonly used puppets are (1) hand puppet, (2) finger puppet, (3) rod puppet, (4) marionettes and (5) shadow puppet (wayang). In this research, the researcher chose wayang as the media in retelling story.
Sri Mulyono (1975) states that Shadow Puppet (wayang) is a traditional puppet originally from Indonesia. Moreover, Wayang has already inscribed in 2008 on the Representative List of the Intangible Cultural Heritage of Humanity originally proclaimed in 2003 by UNESCO. Wayang is an Indonesia theatrical performance employing puppets or human dancers. Wayang is the oldest way of retelling story Widiastuti: 1994).
In retelling story, Wayang is used as education media, information media, and entertainment media (Sri Mulyono: 1975 For
the appearance, Haryanto (1970) says that” in
general, the wayang puppet is type of puppet that is made by drawn any character on a piece of construction paper/leather/wood, decorate it, attach movable arms, and fashion on bamboo.
Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it Slavin (2005:111).
Retelling story with wayang is a method that is work under the umbrella of Cooperative
learning approach. It is a modification of
Jeanette Mullohand’s procedures of retelling
technique. In this research, with the group- based activity, the researcher did some modification in steps of retelling story by adding some techniques and use media in its implementation.
Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmospheree of achievement. Students work through the assignment until all group members successfully understand and complete it.
The focus of cooperative learning is both academic and effective, which emphasizes on achievement of share goals through cooperative effort. In cooperative learning there is positive interdependence among students’ goal attainments that the students thought they can reach their learning in individual and group aims.
A learning situation is cooperative if students perceive that they are positively interdependent with other members of their learning group. It means that the students have to feel that they are responsible to their own learning and other members of the group. They have to contribute their tasks together to get their group success. So, they can make an effort because of their own resources or role in the group tasks.
The purpose of cooperative learning groups is to make each member a stronger individual. Individual accountability exists when the performance of each individual student is assessed, and the results are given back to the groups. Therefore, the group knows who needs more assistance, support, and encouragement in completing the tasks.
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them for collaboration. Social skills are needed for both team work and task work.
RESEARCH METHODOLOGY Form of Research
In doing the study, the researcher used experimental research.Cresswell (2008:299) stated that experimental research is used when researcher wants to know the possibble cause an effect between the independent and
dependent variables. Muijis (2004:18) explains that the quasi experimental research is conducting by dividing the subjects into two groups: experimental and control group. Both group will receive the pre-test and post-test, but the control group will not receive the treatment (Cresswell, 2009:160). The diagram of quai-experimental is shown in table 1.
Table 1: Quasi –Experimental Study
Sample Pre-Test Treatment (x) Post-Test
Experimental Group O1 x O2
Control Group O3 0 4
O1 = Pretest for experimental group O2 = Posttest for experimental group O3 = Pretest for control group O4 = Posttest for control group x = Treatment
0 = No treatment Procedures of Research
There are some steps in the process of conducting a quasi-experimental study. Firstly, defining the population. Secondly, taking the sample. Thirdly, Administering pre-test. Fourthly, Giving the treatment. Fifthly, administering the post-test. And lastly, Organizing and Analyzing the data The researcher organized the result of the pre-test and post-test ‘s score from experimental and control group and analyzed it using t-test to find out the t-value that then compared with ttable of distribution in order to see the effectiveness.
Population and Sample
Cohen et al (2007:92) defines the population as all members of any well-defined class of people, events, or object.
The population of this research is eighth grade students of SMPN 01 Seluas. There were three classes with total 98 students.Cohen et al (2007:163) stated that sample is a small
subgroup chosen from the larger population. The researcher decided to use cluster sampling, means that the entire population was divided into groups, and random sample of these groups were selected. The researcher took two classes as sample, VIII A as experimental group and VIII C as the control group. Each group has total number 33 students.
Technique and Tools of Data Collecting
In this research the researcher used measurement technique to measure the
students’ speaking skill by asking them to
retell story in front of the class The result of their speaking was evaluated based on the recorded performance. The measurement administered twice, at the first meeting before implementing the treatment (pre-test) and the second will be administered after implementing the treatment (post-test). The result of both pre-test and posttest measured by t-test in order to have interval score of both tests, to find out the significant improvement
of students’ achievement in their speaking skil.
5 Technique of Analyzing Data
In analyzing data, there were some steps to analyze the data from the test by the researcher.
Firstly, to find out Students’ Individual Score
X = 𝐹𝑃+𝐴𝑃+𝐶𝑃
𝑁 𝑥 100--- (1) Where:
X = The students individual score FP = Fluency Point
AP = Accuracy Point CP = Comprehension Point
N = Total maximal point the category 100 = Maximal Score
Secondly, measure the mean score of pre-test and post-test
𝑀 =
∑ 𝑥𝑁 --- (2)Where:
M = The mean score
∑𝑥= The sum of individual score N = The total number of items
Thirdly, the Standard Deviation Squared of each group.
S2 =
𝑋2−(∑ 𝑋)2𝑁𝑁 ---
(3)
Where:
S2 = The standard deviation squared X2 = Total sum of the squared interval score
∑ = Total interval
N = Total number of Students
Fourthly, to know the effectiveness of the treatment, researcher used t-test
𝑡 =
𝑀1−𝑀2 √(𝑁
2−1)𝑆𝑐2 +(𝑁2 −1)𝑆𝑒2
𝑁1+ 𝑁2−2 ⌈𝑁11+𝑁21⌉
--- (4)
Where: T = t-test
M1= mean score of experimental group M2= Mean score of control group
S1=Standard deviation square of experimental S2= Standard deviation squared of control N1= Number of students in experimental N2= Number of Students in control group
Lastly, Analysis of the Effect Treatment Es = Me−Mc
Sc --- (5)
Where:
Es = Effect Size
Me = Mean score of experimental group Mc = Mean Score of Control Group Sc = Standard Deviation of Control Group
FINDINGS AND DISCUSSION Research Findings
After the researcher got analysis pre-test and post-test in experimental group, the researcher analyzed the data by using t-test formula. From the calculation, the researcher found that the mean score of pre-test from experimental group was 38.91, the mean score of experimental scores of post-test was 72.48, the mean score of control group’s pre-test was
41.27, the mean score of control group’s
posttest was 63.12, the standard deviation of the experimental group was 9.2 the standard deviation of the control group was 9.33, t- value was 7.75. and the effect size of treatment is 1.89.
Discussion
To check whether or not the difference between two means of the experimental group and control group is statistically significant, the obtained t-value should be consulted with the
critical value in the t-table. The hypothesis testing in this research used t-test.
Before the experiment was conducted, the level of significance should have been decided first so the decision making would not be influenced by the result of experiment.As
suggested by Best (1981) “for subjects which
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38.9 42.82
67.27
62.21
0 20 40 60 80
Experimental Control
Pre-Test
Post-Test
In this experiment, there were 33 students as experimental group and 33 students too as control group. So, the number of the both group was 66 students. From the number we can know the degree of freedom (df) was 64, which was obtained from the formula N1+ N2– 2= 33+33-2= 64.The critical value with the df 64 at 5 percent alpha level of significance is 2.00. The obtained value is 4.98, so the t-value is higher than the critical value (4.98>2.00).
Based on the result of computation t-test, the obtained t-value is higher than t-table (4.98>2.00). It means that there is significant change in post-test towards pre-test score.
Therefore, the Null Hypothesis which says”
Retelling Story With Wayang is not effective
in teaching speaking skill to the Eight Grade
Students’ SMPN 01 Seluas’ in academic year
2015/2016 is rejected and the alternative which
says” ” Retelling Story With Wayang is effective in teaching speaking skill to the Eight
Grade Students’SMPN 01 Seluas’ in academic
year 2015/2016 is accepted.
The hyphothesis testing suggested that Retelling Story with wayang is effective in Teahing Speaking Skill in terms of fluency, accuracy, and comprehension. The result of the treatment showed that experimental group post-test’s score is higher than the control group. The result shown on diagram 1
Students’Result as follow:
Diagram 1: Students’ result of experimental and control group on pre-test and post-test
Based on the diagram 1 above, we could see that there were improvement on the
students’ result from both group from pre-test to post-test. The improvement was the result of implementation of the treatment that was done between pre-test and post-test.
In this discussion, the writer would like to discuss the implementation of treatments to both groups, experimental and control group.The writer administered pre-test for both experimental group (Class VIIIA) and control group (Class VIII C) on October 26th 2015 by
asked students individually to retell story ” The Crying Stone”. Unfortunately, both groups shared the same day schedule of English class which was on Monday and Wednesday. Then, The writer implemented the treatment three times on October 28th and November 2nd, 4 th 2015. In each treatment meeting, the story brought was different, The Crying Stone was for the first meeting, The Legend of The
Landak River was for the second meeting, and The Wise King was for the third meeting. Finally, the writer conducted post-test on November 9th 2015 by asked students to retell story individually. In post-test, they were free to choose what story they were going to retell.
For the control group, the treatment implemented was common retelling technique which was done by explain the narrative text and its features, drilled the students how to pronounce the list vocabs, modeled how to retell a story, formed the students into group, asked them to read and identified the parts of narrative text, developed the parts into a good story to retell, and finally teacher chose a students in group as a representatives to performed the monologue of the story.
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express the story, explained the narrative text and the features, , drilled the students how to pronounce the list vocabularies, formed students into group using colourful stick, asked students go to narra station based on the number on their sticks, asked students to develop a story to retell using guiding answer from narra station as the key sentences, practice retelling story in group. Finally, teacher chose a representative of each group to the retelll the story in front of the class.During
students’ discussion and practiced in group, the researcher as the teacher walked from one group to another group to help students in resolving the problems.
In the first treatment, the writer found some problems such as the students spent much time in narra station, instead of did the task they played with their friends, some students still shy when they were appointed to do a monologue as the representative of the
groups, and Some students didn’t do their part
in the group.
For the first problem the writer could solve it immediately by set the time in each activity they did. The second and the third was solved by reminding the importance of helped and motivated each other in a group work. Even there were some problems in the first treatment, the implementation of the method can be said success to be done as the activity could be finished on time and welcomed by the students with enthusiast. By the first treatment, the writer concluded that students started to shift the concept of doing a monologue as a memorizing activity into doing a monologue is a process of thinking and organizing. Moreover, the most important thing was students did not frustrated anymore towards the length of text.
In the second treatment, the story given was The Legend of the Landak River. There was a problem. Some students murmured that the text was too long. But, the problems was solved when they paid attention to the story brought by the writer. The students had realized and took responsibility to do their part in the group. The students started to help each other in practicing the monologue in group. In the second treatment, the students drew a
conclusion that no matter the length of the text was, the narrative text only had three parts of structures, that was orientation, complication , and resolution In the last treatment, the students performed better than two previous meetings.
From the result of pre-test and post-test, the students ‘speaking skills of a narrative text in experimental group showed the significant improvement compared with the control group. It happened because retelling story with
wayang helped students learned to get their accuracy from drilling list vocabs and discussing, fluency was from practicing in the group, and comprehension was reached through wayang modelling performed by the teacher, narra station, and the guiding question. Even the result is not really significance as the writer expected, but their motivation to speak is highly appreciated by the writer. In terms of fluency, accuracy, and comprehension they show greatness positive influence.Finally, the writer hoped the result of this research can be a solutions towards teaching skill of a narrative text and can motivates teachers to be creative in designing task. Learning is a process, language is a habit, the improvement
can’t be happen at just one moment. The
fluency, accuracy, and comprehension will follow when the students feel interested and motivated to learn.
CONCLUSION AND SUGGESTION Conclusion
Based on the result of the research to the Eighth Grade Students of SMPN 01 Seluas, the researcher makes some conclusions. Firstly, The use of Retelling Story with Wayang technique in teaching speaking is effective. Secondly, the Alternative Hypothesis (Ha) is accepted and Null Hypothesis is rejected. Lastly, Retelling Story with Wayang is one of solutions in teaching speaking skill narrative
text. As it helped to reduce students’ burden
and frustration on the length of narrative text,
so the students’ performance in doing the monologue is improved and the speaking skills could be achieved as well as required by the curriculum.
8 Suggestions
Based on the conclusion above, the researcher would like to give some suggestions: (1)Retelling Story With Wayang is recommended to be used in teaching speaking skill narrative text, (2) The media should be chosen selectively based on the function to the students, which are educated, informative, and entertaining. Moreover, the media should be chosen appropriately based on
the student’s ages and level., (3), Co-operative Learning is good to be applied in teaching
speaking learning activity as it builds students’
interaction in the class, assists weak students to participate, and rids out the dominancy, and (4) teacher should manage the time effectively in order to finish all the activities.
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